Fostering Mezirow's Transformative Learning Theory in the Adult Education Classroom: A Critical Review

Authors

  • Edward Taylor Penn State Capital College

DOI:

https://doi.org/10.56105/cjsae.v14i2.1929

Abstract

This critical review builds upon the theoretical and practical debate of Mezirow's transformative learning theory by investigating what 23 empirical studies reveal about the practice of fostering transformative learning in the classroom. The review finds much support for Mezirow's ideals for promoting rational discourse and critical reflection. Findings point to the importance of fostering group ownership and individual agency, providing intense shared experiential activities, capitalizing on the interrelationship of critical reflection and affective learning, developing an awareness of personal and social contextual influences, promoting value-laden course content, and the need for time—all of which reveal a complex and challenging form of teaching. Future research needs to focus on the more subjective elements of fostering transformative learning, such as the role of relationships, how emotions are managed in the classroom to promote critical reflection, and the impact of fostering transformative learning on learning outcomes.

Résumé

Prenant appui sur 23 études empiriques, cet examen critique des écrits s'intéresse aux aspects tant théoriques que pratiques du débat qui concerne la théorie de l'apprentissage transformatif «transformative learning» de Mezirow. Cette recension vient appuyer l'idéal de Mezirow en matière de discours rationnel et de réflexion critique. En effet, les résultats indiquent qu'il est important de mettre l'accent sur l'appartenance au groupe et sur l'initiative individuelle, de favoriser la mise en commun d'activités axées sur l'expérience, de prendre en compte les interrelations entre la pensée critique et les aspects plus affectifs de l'apprentissage, de développer une conscience des influences personnelles et de celles liées au contexts, de promouvoir des contenus de cours faisant la promotion de certaines valeurs et d'accorder le temps nécessaire à la réflexion. Ce qui précède constitue un défi invitant â penser l'enseignement d'une manière nouvelle et complexe. Les futures recherches auront à se pencher sur les éléments plus subjectifs associés au développement de l'apprentissage transformatif tels que le rôle des relations, la manière de prendre en compte les émotions dans le développement de la réflexion critique et l'impact de l'encouragement de l'apprentissage transformatif sur les resultats de l'apprentissage.

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Published

2000-11-01

How to Cite

Taylor, E. (2000). Fostering Mezirow’s Transformative Learning Theory in the Adult Education Classroom: A Critical Review. Canadian Journal for the Study of Adult Education, 14(2), 1–28. https://doi.org/10.56105/cjsae.v14i2.1929

Issue

Vol. 14 No. 2 (2000)

Section

Articles

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